<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jana Fančovičová</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINING SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">circulatory system</style></keyword><keyword><style  face="normal" font="default" size="100%">human body</style></keyword><keyword><style  face="normal" font="default" size="100%">human heart</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ ideas</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1564686168.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Students of various age groups manifest numerous explanations that differ from what is known to be scientifically correct. Misconceptions about the human body are one of the best studied areas of students’ understanding of scientific phenomena. To explore misconceptions, researchers have at their disposal various methods which can lead to different results. In order to find an effective, cheap and representative diagnostic instrument, correlations between scores obtained by open-ended questions and drawings on the example of the human circulatory system were examined. Open-ended questions provide a more complete understanding of student learning but are harder to evaluate objectively in comparison with drawings, particularly in cross-cultural research. Correlations among scores obtained by these two methods in the present research were moderate, which suggests that drawings reflect students’ understanding of the circulatory system, albeit not perfectly. Although drawings probably never provide a complete understanding of children’s ideas about science, this cheap and time effective method is recommended particularly in cross-cultural research, where standard, comparable conditions are hard to achieve. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">549-557</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Dominika Majerčíková</style></author><author><style face="normal" font="default" size="100%">Zuzana Vyoralová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adaptive memory</style></keyword><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">PowerPoint programme</style></keyword><keyword><style  face="normal" font="default" size="100%">realia</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481285896.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner's attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant's interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">18–27 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej Šorgo</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičova</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Miro Puhek</style></author><author><style face="normal" font="default" size="100%">Jiri Skoda</style></author><author><style face="normal" font="default" size="100%">Mehmet Bahar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CROSS-CULTURAL STUDY ON FRESHMEN’S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">human evolution</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword><keyword><style  face="normal" font="default" size="100%">non-scientific explanations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437062033.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to measure the freshmen’s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8%), Slovakia (212, 21.3%), Slovenia (217, 27.3%) and Turkey (235, 23.6%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-18</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jana Fančovičová</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF 3D PLASTIC MODELS OF ANIMALS AND CADAVERIC DISSECTION ON STUDENTS’ PERCEPTIONS OF THE INTERNAL ORGANS OF ANIMALS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">alternative methods</style></keyword><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">cadaveric dissection</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450982163.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The decrease in the method of cadaveric dissection and its replacement with alternative methods has led to discussions about the significance of dissection in biology/anatomy lessons. Certain authors argue that the decline in anatomy knowledge in students is at least partially caused by these factors. An investigation was carried out on the effectiveness of teacher’s demonstrations of cadaveric dissection as opposed to a 3D plastic model on pre-service biology teachers’ ideas concerning what is inside animals. Students were pre-tested on their ideas as to what is inside animals and randomly divided into four treatments (Dissection + Model, Dissection, Model, Model + Dissection). After the treatment, the post-test scores revealed that treatments where both methods were combined resulted in the highest achievement scores, particularly in the case of anatomy of fish. It has been concluded that the combination of cadaver dissection with modern innovative methods is more effective for obtaining anatomy knowledge than the use of only one method. The use of alternative methods should not be in conflict with traditional methods. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">767–775 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mehmet Erdoğan</style></author><author><style face="normal" font="default" size="100%">Murat Özel</style></author><author><style face="normal" font="default" size="100%">Saouma BouJaoude</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Muhammet Uşak</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENT OF PRESERVICE TEACHERS’ KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">biotechnology</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-cultural</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419167090.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers’ knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-93</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej Šorgo</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Slavica Šimić Šašić</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičova</style></author><author><style face="normal" font="default" size="100%">Martin Bilek</style></author><author><style face="normal" font="default" size="100%">Iztok Tomažič</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS’ CREATIVITY STYLES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creativity styles</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective elementary teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">Prospective Science Teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168605.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors’ side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen’s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">285-292 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GOOD PREDATORS IN BAD STORIES: CROSS-CULTURAL COMPARISON OF CHILDREN’S ATTITUDES TOWARDS WOLVES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">animals</style></keyword><keyword><style  face="normal" font="default" size="100%">children</style></keyword><keyword><style  face="normal" font="default" size="100%">predators</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547670.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study 103 children (aged 7 – 12 years) from two distinct countries with relatively low (Slovakia) and high (Turkey) wolf population density were interviewed to examine children's overall interest in wolves, their knowledge of wolves, the effects of their keeping pets and their reading stories about wolves. Children in both countries showed considerable factual knowledge about wolves, but the importance of wolves in nature was poorly understood. Perceptions of wolves in stories were generally negative and there was a significant effect from stories which generated fear and sympathy towards wolves suggesting that stories may have a significant impact on children's emotions. Turkish children reported their experience with less drastic stories about wolves and their interest in wolves was significantly higher and their fear of wolves was conversely lower, compared to the reactions of Slovakian children. The more the students were engaged in nature related activities, e.g. watching natural history films and walking in areas of nature, the less they demonstrated fear of wolves.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">229-242 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Murat Özel</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHILDREN’S CONCEPTIONS OF ANIMAL BREATHING: A CROSS – AGE AND CROSS – CULTURAL COMPARISON</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">alternative conceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">breathing</style></keyword><keyword><style  face="normal" font="default" size="100%">primary children</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404740367.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Research on children’s ideas about biological phenomena showed that their interpretations of natural phenomena often differ from those of scientists. The purpose of this study was to investigate children’s ideas about animal breathing systems. This study was descriptive in nature and consisted of a cross age and cross cultural design involving the collection of qualitative data from a total of 549 children from two distinct countries, Slovakia (n = 248) and Turkey (n = 301). The results revealed that understandings of invertebrates breathing systems were generally poorer than understandings of vertebrates breathing systems. Turkish children acquired better scores than Slovakian children. Although some children were able to identify breathing organs of animals, they had difficulties with describing how breathing works.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">191-207 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Mustafa Ozden</style></author><author><style face="normal" font="default" size="100%">Murat Ozel</style></author><author><style face="normal" font="default" size="100%">Kadir Bilen</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TURKISH UNIVERSITY STUDENTS’ ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404739741.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the “attitude-achievement hypothesis”. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">88-96</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE EDUCATION JOURNALS AND CITATION INDEXES: WHAT SHOULD WE DO?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic journals</style></keyword><keyword><style  face="normal" font="default" size="100%">citation index</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404719475.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">We are now glad to release the second issue of the third volume. In this issue there are four articles, again from a diverse set of topics and regions of the globe.  In the past seven years JBSE has become known by almost every colleague in our field. Thus, we are receiving an increasing number of manuscripts every month. We would like to take this opportunity and thank all of our authors and diligent reviewers.
We had gone through considerable difficulty to decide and choose articles for publication. We thank the members of the editorial board for doing the hard work in reviewing manuscripts and providing feedback to both authors and the editorial office.
As you’ll see there are 4 articles published in this issue. Authors are from 4 different countries. 
Considering increasing impact of modern technologies on everyday lives of all peoples, science education receives greater attention of both researchers general public than previously. This situation resulting in high number of manuscripts submission in this field and consequently the number of specialized journals also continuously increase. Unfortunately, the vast majority of science education journals are still not indexed in the most prestigious scientific database, the Social Sciences Citation Index (SSCI). From our point of view, only quality of published papers can help us to increase the number of SSCI journals in the field of science education. Thus, both contributors and editors together with referees in this situation have very difficult task, because only selection of best quality papers provides a chance to a journal to be indexed in SSCI. However, the main goal of a review process is not just dichotomously dividing papers on “Good” and “Poor” group, as it is currently common practice in top tiered science education journals which are swamped by papers from all over the world. Instead, we appeal on both referees for objective, but picky reviews, and editors for patience in providing another chance for paper re-submissions, especially for inexperienced authors. We suggest that this is the only way how to honestly increase the quality of published papers and reaching indexing our new science education journals in prestigious databases. 
Anna Uitto (Finland), Fatma Aggul (Turkey),  Janis Gedrovics (Latvia), Jari Lavonen (Finland), Erdal Sonmez (Turkey),  Kalle Juuti (Finland), Mehmet Bahar (Turkey), Mehmet Yalcin (Turkey),  Murat Ozel (Turkey), Metin Acikyildiz (Turkey), Pavol Prokop (Slovakia), Muhammet Usak (Turkey),  Renāte Kalniņa (Latvia), Reijo Byman (Finland) and Veijo Meisalo (Finland).</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">62</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mehmet Bahar</style></author><author><style face="normal" font="default" size="100%">Murat Ozel</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE STUDENT TEACHERS’ IDEAS OF THE HEART</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">drawing method</style></keyword><keyword><style  face="normal" font="default" size="100%">heart structure</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ ideas</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404719630.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to find out the level of science student teachers’ understanding about the internal structure of the heart. The drawing method was applied to achieve this purpose with 120 third year science student teachers. The analysis of their drawings revealed that the majority of the science student teachers have several misconceptions as well as inadequate knowledge in terms of the heart’s internal structure. The importance of the findings was critically analysed in the light of the literature, and some suggestions were proposed to remedy the emerged problems. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-85</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS` UNDERSTANDING OF HUMAN PREGNANCY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">birth education</style></keyword><keyword><style  face="normal" font="default" size="100%">pregnancy</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ understanding</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404289030.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Research into students’ concepts about the human body has focused on several organ systems, but the reproductive system has been largely overlooked. The few studies that addressed children’s concepts of birth were conducted mainly among kindergarten or primary school children. However, no study has yet attempted to examine how adolescent students perceive human pregnancy. We administered a Human Pregnancy Understanding Questionnaire (HPUQ) consisting of 50 Likert-type items to 300 university students in Slovakia. We found several misunderstandings of human fertilization, fetus respiration, and organ development. Moreover, several misconceptions found in Slovakian primary school children in the previous research still persist in adult students. Analysis of covariance shows that students’ HPUQ scores were significantly affected by gender whereas females have better scores than males. The effect of high school type attendance (with/without human biology course) did show only weak effect on students’ HPUQ score.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">37-47</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PUPILS’ MISCONCEPTIONS ABOUT MAMMALS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">age</style></keyword><keyword><style  face="normal" font="default" size="100%">animals</style></keyword><keyword><style  face="normal" font="default" size="100%">mammals</style></keyword><keyword><style  face="normal" font="default" size="100%">misconception</style></keyword><keyword><style  face="normal" font="default" size="100%">pupils</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404286616.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A misconception about animals has been reported in various research reports on the pupils of all age groups. However, deeper study on the children’s concepts about mammals has never been conducted. This study suggests the ideas about mammals put forward by the children aged from 10 to 15. A questionnaire with 35 multiple choice and open - ended questions were administered to 468 children from 6 elementary schools in Slovakia. The children’s ideas were examined in five dimensions (animal classification and phylogeny; food; foraging strategies; parental care; senses, morphology and anatomy). Serious misconceptions about mammals across all age groups were found out. Our data provides direct implications for teaching biology. 
        This study showed that Slovakian elementary school pupils had serious problems with several concepts about mammals. Our data corroborate previous findings about misidentification of common mammals with other animals (see Kellert, 1985; Trowbridge &amp; Mintzes, 1985, 1988; Braund, 1991, 1998). Moreover, the follow up questions showed that although most of the pupils were aware that a whale is a mammal, they were less sure that whales suck milk or feed on plankton. These findings are in line with our current research focused on the children’ concepts about birds (Prokop, Kubiatko &amp; Fancovicova, acceptted manuscript) and support a necessity of using the multiple questions focused on the same topic rather than using a simple question. Moreover, these data have direct implications for biology practise and can be applied internationally.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">5-14</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">drawings</style></keyword><keyword><style  face="normal" font="default" size="100%">human body</style></keyword><keyword><style  face="normal" font="default" size="100%">misconception</style></keyword><keyword><style  face="normal" font="default" size="100%">research methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404235145.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There are several ways for gathering information about student’s knowledge. Interviews or written tests with open-ended questions may effectively elicit students in-depth thinking, but they are difficult to quantify and some times subjective. In contrast, drawings have been considered as a simple research instrument that enables easy comparisons at the international level. We investigated relationships between the level of understanding shown by university students’ written responses focused on the function of bodily organs/organ systems and their ideas about the human body drawn on separate sheets of paper. We failed to find any relationship between these two methods. We propose that using the method of drawing in combination with written responses (or interviews) would provide more reliable information about children’s understanding about scientific phenomena including the human body.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-95</style></section></record></records></xml>